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Lecturer(s)
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Cieslarová Zuzana, Mgr.
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Konečný Karel, doc. PhDr. CSc.
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Staněk Antonín, doc. Mgr. Ph.D.
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Hubálek Tomáš, Mgr. Ph.D.
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Course content
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Main topics: - Professional reality of the VkO/OSZ teacher. - Professional competences of the VkO/OSZ teacher and their subject-specific concretisation. - Model situations from teaching and school practice in VkO/OSZ. - Activating and more complex teaching strategies in VkO/OSZ. - Inclusion, differentiation and learner support in VkO/OSZ. - Teaching controversial, sensitive and socially current topics. - Working with educational resources, school documentation and authentic materials from practice. - Professional development, psychohygiene and ethical responsibility of the VkO/OSZ teacher. - Communication and cooperation in the professional role of the VkO/OSZ teacher. - Didactic transformation of a topic derived from a State Final Examination question into the form of a concrete lesson.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming)
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Learning outcomes
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The aim of the course is to further develop the subject-specific didactic and professional preparedness of student teachers of Civic Education and Civic and Social Science Foundations. The course builds on previous didactics courses and guides students towards a deeper connection between the disciplinary aims of VkO/OSZ and the professional role of the teacher, lesson planning, the choice of teaching strategies, support for diverse learners, and reflection on their own didactic decisions. Emphasis is placed on working with professional situations from teaching and school practice, on the subject-specific concretisation of teachers? professional competences, on activating, formative, project-based and metacognitive approaches in the teaching of VkO/OSZ, and on preparing students for the State Final Examination. The course also includes reflection on professional self-concept, communication in the role of the teacher, psychohygiene, and the ethical responsibility of teachers of civic and social science education. Upon completion of the course, students should be able to: - specify selected professional competences in relation to the disciplinary aims of civic and social science education; - design and justify activating, formative, project-based and metacognitive teaching approaches in VkO/OSZ with regard to learning objectives, learner engagement and the development of learners? understanding; - adapt and differentiate teaching situations, assignments, resources and learner support in VkO/OSZ with regard to diverse educational needs while maintaining disciplinary rigour; - address and reflect on model situations from teaching and school practice in VkO/OSZ, including communication with learners, parents and colleagues, work with classroom climate, and the teacher?s ethical responsibility; - prepare, defend and criterion-based evaluate a complete subject-specific didactic lesson plan for a selected thematic area of VkO/OSZ; - formulate specific suggestions for their further professional development, self-reflection and psychohygiene.
Upon completion of the course, students develop the ability to connect subject-specific didactic knowledge with professional situations encountered by teachers of VkO/OSZ. They are able to think through the teaching of civic and social science topics with regard to learning objectives, learners? needs, disciplinary rigour, appropriate teaching strategies, and possibilities for assessing learning. Students are able to work in a group to didactically transform a selected topic falling within a State Final Examination question into the design of a concrete lesson. They can plan the basic structure of a lesson, from initial motivation through the main learning activities to reflection, formulate learning objectives, describe teacher and learner activities, select appropriate methods and resources, and identify evidence of learning. At the same time, they develop the ability to defend their didactic solution, relate it to the disciplinary aims of VkO/OSZ, and both receive and provide peer feedback.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Student performance
To complete the course, students are required to: - actively participate in seminars and model activities; - complete ongoing seminar assignments related to the course topics; - work in a group to prepare a didactic transformation of a selected topic falling within an assigned State Final Examination question; - present a coherent lesson design for one lesson on the selected topic, including the lesson objectives, lesson phases, teacher and learner activities, teaching methods used, work with resources, the form of reflection, and evidence of learning; - prepare for seminars through self-study of academic literature, curriculum documents, and supporting materials for the State Final Examination.
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Recommended literature
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Bennett, T. (2024). Třída: Průvodce chováním žáků. EDUkační LABoratoř & Nakladatelství publishED..
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Bobek, P. (2025). Učitelství jako řemeslo. EDUkační LABoratoř & Nakladatelství publishED..
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Bořkovec, M., Beran, V., Klinka, T., Kratochvílová, J., Loňková, P., Pavlas, T., Pravdová, B., Stuchlíková, I., Šalamounová, Z., Šobáňová, P., & Vrabcová, D. (2023). Kompetenční rámec absolventa a absolventky učitelství: Společné profesní kompetence. Ministerstvo školství, mládeže a tělovýchovy..
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Council of Europe. (2016). Living with controversy: Teaching controversial issues through education for democratic citizenship and human rights: Training pack for teachers. Council of Europe..
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Čapek, R. (2013). Učitel a rodič: Spolupráce, třídní schůzka, komunikace. Grada..
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Čapek, R. (2015). Moderní didaktika: Lexikon výukových a hodnoticích metod. Grada..
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Fletcher-Wood, H. (2024). Responzivní výuka: Kognitivní vědy a formativní hodnocení v praxi. EDUkační LABoratoř & Nakladatelství publishED..
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Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81?112..
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Labischová, D., & Hubálek, T. (2025). Civic and social science learning in the Czech Republic: Current state, challenges and prospects. Journal of Social Science Education, 24(1)..
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Ministerstvo školství, mládeže a tělovýchovy. (2022). Rámcový vzdělávací program pro gymnázia..
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Ministerstvo školství, mládeže a tělovýchovy. (2023). Rámcový vzdělávací program pro základní vzdělávání..
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Stuchlíková, I., & Janík, T. (Eds.). (2015). Oborové didaktiky: Vývoj ? stav ? perspektivy. Masarykova univerzita..
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